aet/515 human anatomy course marquita allen. needs assessment this course is designed to introduce...

AET/515Human Anatomy Course

Marquita Allen

Needs Assessment

This course is designed to introduce students to the concepts and applications of Human Anatomy. Students will be able to identify anatomical terminology and structural anatomy of the human body. They will also be able to determine interrelationships of structure, function, and human movement.

Human Anatomy Course 2

Needs Assessment Cont.

Available:

• There is currently 5 sections available to all majors, with science majors having priority over non science majors as classes begin to reach capacity.

• There are various human anatomy models that allow for demonstration, equipped with bones, muscles, with the ability to manipulate in order to get a deeper view of muscles and organs.

What should be available:

• Students should have a working knowledge of the body at a cellular level obtained from a Human Biology course


Needs Assessment Cont. Gap analysis:

• Students need to have a general understanding of the body at the cellular level before beginning to understand the body’s structure and function on a larger scale.

• Students will use models and other various learning tools to gain an understanding of various types of bone structures and functions, and the various types of muscles (including muscle origin, insertion, and action).

Recommended solution:

• Students are required to have successfully completed a Human Biology course before signing up for Human Anatomy, with proof of completion with a C average or better.


Instructional Goal• After successful completion of the Human

Anatomy course, students should be able to label, locate, and discuss all of the bones, muscles, organs, tendons, and ligaments in the human body. Students should also be able to discuss interrelationships of structure, function, body systems, and human movement.


Performance-Based Objective 1The student will be graded on weekly quizzes on respective

regions of the body that will be reviewed for the given week; where

they will label bones, muscles, function, and any other learned

material.

• A – The learners are the students that meet the qualifications to be admitted into the Human Anatomy Course.

• B – The ability to recall and describe various aspects and functions of the human body.

• C – Each quiz will be worth 20 points, with the opportunity to retake on the scheduled date during week 11, if a C or better was not obtained.

• D – The degree of proficiency is 70% or better, with one opportunity to retake one time at the end of the course.


Performance-Based Objective 2

Students will be graded on unit tests that covers all of the

learned information for each respective unit.

• A – The learners are the students that meet the qualifications to be admitted into the Human Anatomy Course.

• B – The ability to recall and describe various aspects and functions of the human body with in the unit for that particular time frame.

• C – Each unit test will be worth 120 points and no opportunities to retake.

• D – The degree of proficiency is an expected 70% and no opportunities to retake.


Summative Assessment and Learning Outcomes

End of unit examinations:

• Keep a running tab of the commonly incorrect answers within each test, and reviewing the answers with intentions on preparing for the final examination.

• Tests will be comprised of multiple choice, true/false, fill in the blank, matching, and short answer questions.

Learning outcome:

• Students would be able to identify, describe, label, and recognize all learned material through unit one.


Summative Assessment and Learning Outcomes cont.

Final examination:

• Cumulative test that will cover all of the information learned throughout the class

• Test will be comprised of multiple choice items, true/false items, fill in the blank items, matching, and short answer items.

Learning outcome:

• Students would be able to identify, describe, label, and recognize all learned material through unit two.


Learner Characteristics

A undergraduate college Human Anatomy class comprised of

approximately 15 women and 15 men.

• First time weekly quiz scores ranging from 15% below average to 10% above average in body part location, proper anatomical terminology, and spelling.

• Second chance weekly quiz scores ranging from 5% below average and 20% above average in body part location, proper anatomical terminology, and spelling.

• End of the unit examinations scores ranging from 10% below, 20% above average in body part location, proper anatomical terminology and spelling, functions, and actions.

• Students will learn predominately through visual and kinesthetic learning, by observing and manipulating the anatomically correct models.


Learning Context

Instructional Setting:

• Classroom based course that meets twice a week for 90 minutes. The classroom is equipped with all of the necessary anatomical models and materials needed for each given section. Students are required to bring their purchased text books and workbooks to each class. Constraints arise from the ability of the class to move a fast pace based on the students performance and abilities to retain the information effectively.


Learning Context cont.

Application Setting:

• Classroom application setting will be used to help students obtain a basic knowledge and understanding of anatomy to prepare students for advanced anatomy and future physiology courses.

• Workplace application setting is intended to begin developing basic anatomy related terminology and knowledge for intended future or current work experiences.


Learning Context cont.• The learning context will be used to develop

the instructional plan by focusing on making sure the students are able to learn and retain the necessary information that will aid them in future more advanced classes where basic knowledge of anatomy and anatomy terminology will be a requirement. As well as to help those students that have jobs or are looking for jobs where a basic understanding of anatomy as a prerequisite.


Delivery Modalities

Human Anatomy will be:

An instructor led course

• The instructor will conduct each class

• Hand out any additional worksheets and notes as needed

• Set up for display any modules or in class activities

• Answer any questions

• Administer all quizzes and examinations


Delivery Modalities cont.

In a synchronous learning environment

• The teacher and the students will meet during a face to face lecture two times a week at the predetermined time and place.

• Students are encouraged to interact, answer, and ask questions throughout the allotted time class is in session; as well as during assigned office hours.


Instructional Strategies• The overall plan for governing the Human Anatomy course

will be to describe the section or function of the body that is set to be discussed for each class section; with the intentions that students will learn, understand and retain the information through repetition and practice.


Instructional Strategies cont.• As the instructor, I will:

• Start off by discussing what needs to be learned

• Show examples, allow time for students to answer general questions

• Hand out worksheets (i.e. coloring packets, labeling diagrams, fill in the blank work sheets)

• Allow time for students to work either independently or in groups and ask specific questions

• When applicable, review modules and specimens

• Allow time for students to spend time with each module or specimen as needed.

• Review and go over information until quiz or test days, with a brief period for review and questions before quizzes and examinations


Instructional Strategies cont.The information to be learned and retained as follows:

• General Anatomical terminology:

• What is the anatomical position

• Anatomical plans (i.e. saggital, transverse, frontal)

• Anatomical directions (i.e. proximal, distal, medial)

• Actions of the body (i.e. supination, pronation)

• Cells

• Structure and function with in the body

• Body Systems:

• Name (i.e. integumentary)

• Location (i.e. skin)

• Function (i.e. protection)


Instructional Strategies cont.• Bones:

• Name (i.e. Humerus)

• Location (i.e. arm)

• Specific landmarks (i.e. Deltoid Tuberosity)

• Articulations

• Muscles (overall types):

• Types (i.e. fibers, smooth, skeletal)

• Location (i.e. heart, bones)

• Function (i.e. voluntary, involuntary)


Instructional Strategies cont.• Muscles (specific):

• Name (i.e. Biceps Brachii)

• Location (i.e. shoulder)

• Action (i.e. elbow flexion)

• Origin (i.e. supraglenoid tubercle of scapula)

• Insertion (i.e. border of bicipital tuberosity of radius)


Plan for ImplementationHuman Anatomy is a 12 week undergraduate course that

meets 2 days a week for 90 minutes each class. The plan for

implementation are as follows: (All dates are to be

determined but the day of week, and lectures are accurate).

• For each class the student is responsible for bringing course text book, work book, and color pencils/crayons. All other materials (i.e. anatomy models and dummies) will be provided for each student in class by the instructor.

• All quizzes are structured as matching, labeling, and true and false questions.

• All unit exams and the final exam are comprised of matching, true/false, multiple choice, labeling, and short answer questions.


Plan for Implementation cont.Week 1:

Monday – Introduction to the course, review of syllabus, and lecture on anatomical terminology, and Anatomical organization.

Wednesday – Turn in Homework one. Review of Anatomical terminology, and Anatomical organization. Lecture on cells.

Week 2:

Monday – Turn in homework two. Quiz one on anatomical terminology, anatomical organization, and cells. Lecture on the integumentary body system.

Wednesday – Turn in homework three. Hand back and review quiz one . Review integumentary system, and lecture on the axial skeleton and the upper extremity of the appendicular skeleton.


Plan for Implementation cont.

Week 3:

Monday – Turn in homework four. Review and questions before quiz two on the integumentary system, axial skeleton, and the upper extremity of the appendicular skeleton. Lecture on the lower extremities of the appendicular articulations.

Wednesday – Turn in homework five. Hand back and review quiz two. Lecture on muscle fibers and muscle types.



Monday – Turn in homework 6. Review and questions. Rest of class period is for students to take examination one.

Wednesday – Review examination one. Lecture on muscles of the upper extremity.

Week 5:

Monday – Turn in homework 7. Review and questions for quiz 3. Lecture on muscles of the Lower extremity.

Wednesday – Turn in homework 8. Hand back and review/retake quiz 3. Take quiz four. Remainder of class is used for practice identifying muscles of both the upper and lower extremity, and questions.



Monday – Review/retake quiz 4 and questions. Lecture on the Central Nervous System (CNS), Peripheral Nervous System (PNS), and Autonomic Nervous System (ANS)..

Wednesday – Turn in homework nine. Review and prepare for quiz 5. Rest of class to review for Examination 2.

Week 7:

Monday – Review and questions for questions for examination two. Rest of class time for examination 2.

Wednesday – Review examination 2. Lecture on Endocrine System, Vascular system and blood.



Monday – Turn in homework ten. Review quiz 5. Review and questions. Take quiz six. Lecture on lymphatic and immune systems.

Wednesday – Turn in homework eleven. Review quiz six. Review and questions. Take quiz seven. Lecture on the respiratory system.

Week 9:

Monday – Turn in homework twelve. Review quiz seven. Review and questions. Take quiz eight. Lecture on Urinary System and Embryology.


Week 9 cont.:

Wednesday – Turn in homework thirteen. Review quiz eight. Review/questions on quiz nine. Take quiz nine. Lecture on the digestive system. Hand out and discuss informational packet about final project due Monday and Wednesday of week eleven.

Week 10:

Monday – Turn in homework fourteen. Review quiz nine. Review/question on quiz ten. Take quiz 10. Remainder of class for projects.


Plan for Implementation cont.

Plan for Implementation cont.Week 10 cont.:

Wednesday – Review quiz 10. Allow class time to work on final projects. Any quiz retakes.

Week 11:

Monday – Students present final project. Final examination review.

Wednesday – Last of final projects. Review for final exam.

Week 12:

Monday – Last minute review and questions. Final examination. End of course.


Instructional Resources

Instructional resources needed include for Human

Anatomy:

• Text books

• Work books

• Powerpoint presentation

• Dry erase board and markers

• Color pencils/crayons

• Anatomically correct modules and dummies

• Bone specimens


Formative Assessments

1. Observations

2. Questioning strategies

3. Quizzes and Homework review

4. In class activities

5. Peer reviews


Evaluation Strategies

Evaluation Strategies for Human Anatomy are as follows:

• Student academic achievement

• Student/peer reviews

• End of the course survey


Outcome Review

A pre-determined grading scale will be used to determine the outcome of the final grade.

• Homework assignments:

• Weekly quizzes:

• Unit examinations:

• Peer review

• Final examination


Outcome Review cont.

The grading scale is as follows:

Points Percentage Grade

567 90 4.0

535.5 85 3.5

504 80 3.0

472.5 75 2.5

441 70 2.0

409.5 67 1.5

378 60 1.0

Less than 378 Less than 60 0.0


Recommendations

Recommendations for future use are as follows:

• Asses the ratio of time available for students to learn material versus the scores obtained on weekly quizzes, unit examinations, and the final examination.

• Review end of the course student surveys and take into account their feedback and recommendations for future classes.


References

• Blooms taxonomy of learning domains.. (2010). Retrieved from

http://www.nwlink.com/~donclark/hrd/bloom.html

• Course descriptions: Subject/course search results. (n.d.).

Retrieved from http://www.reg.msu.edu/Courses/Request.asp

• Garrison, C., & Ehringhaus, M. (2012). Formative and summative

assessments in the classroom. Retrieved from

http://www.amle.org/publications/webexclusive/assessment/tab

id/1120/default.aspx


References cont.

• Inner body. (1999-2012). Retrieved from

http://www.innerbody.com/image/skelfov.html

• Kin 216 applied human anatomy. (n.d.). Retrieved from

http://athletictraining.msu.edu/pdf/KIN 216a.pdf

• Types learning styles. (2012). Retrieved from

http://www.learningrx.com/types-of-learning-styles- faq.htm


aet/515 human anatomy course marquita allen. needs assessment this course is designed to introduce...

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